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Essentials of literacy from 0-7 years: a whole-child approach to communication, language and literacy
Author
Publisher
SAGE
Publication Date
2011
Language
English
Description
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Table of Contents
From the Book - 2nd ed.
About the authors
Introduction and acknowledgements
Introducing the community of learners
The importance of a rich language environment, with multi-sensory experiences
A broad, rich and deep curriculum, across all areas of development and learning
Learning together, adults and children
Thoughts to take with you as you read the book
Summary - the essentials of literacy
1. Introducing the essentials of communication, language and literacy
When should children be taught to read and write?
Key moments in the journey towards literacy
In order for young children to (later) be able to read and write independently, these are the essentials of literacy
Taking traditional practice forward in a learning community
2. Observing children in an enabling environment
Observing children
Assessment
Continuing the learning journey: moving to a school where there is good early years practice until children are seven years old
Creating the atmosphere
The (hidden) importance of play
Sharing books together, as well as looking at books alone
Meaningful print
Movement, dance and music
Powerful first-hand experiences which support children's understanding of rhymes
Opening up the world of communication, language and literacy in an enabling environment
3. Parent/baby songs
The development of the brain
The first few months - looking, listening and moving
Parents and carers interacting with very young children through movement and non-verbal communication in dance-like ways
Parent/baby songs
In summary
4. Finger rhymes
The relationship between finger rhymes and action songs - on the spot and moving around
Sitting - looking at fingers and thumbs
Crawling - balancing and travelling at the same time
Introducing finger rhymes to children
Stage 1.
Stage 2.
Stage 3.
Finger dexterity as emergent 'writing'
Finger rhymes should not be used in isolation from other types of rhyme
Stage 1.
What were the results (outcomes) for Stage 1 finger rhymes?
Stage 2.
What were the results (outcomes) for Stage 2 finger rhymes?
Stage 3.
What are the results (outcomes) for Stage 3 finger rhymes?
In summary
5. Mark-making and writing
Mark-making
Getting the idea of flow in writing
From a three-dimensional world to a two-dimensional world
Key messages about children beginning to write
6. Action songs - on the spot
Who started the tradition of singing action songs with children?
Why does the tradition continue today? Is it still a valuable tradition?
The upper body: non-locomotion action songs
Head to feet - the order in which the brain develops co-ordinated movement
Action songs using the body, but on the spot (non-locomotion)
Stage 1. action songs - upper body simple rhymes and movements
Stage 2. action songs - more upper body movement sequences and several verses
Stage 3. whole-body non-locomotion action songs
In summary
7. Action songs - moving around
Why locomotion action songs come later
Action songs involving locomotion
Action songs that become ring games
Action songs that create a drama
In summary
8. Nursery rhymes
Nursery rhymes are part of the canon of literature in the English language
The sounds of language
Using nursery rhymes - strengthening what comes naturally to children
Traditional nursery rhymes selected to develop phonemic awareness
The importance of not rushing children through their journey into literacy
In summary
9. Poetry cards: mapping sounds onto letters
Why use poetry cards?
What are poetry cards?
Making the poetry card
Poetry cards give children anchor points
Recognizing words and understanding what they mean
In what order should children be introduced to the linking of sounds with letters?
In summary
Bibliography
Index
Excerpt
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Author Notes
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More Details
Contributors
ISBN
9781849205986
184920599
9781849205993
184920599
9781849205993
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